Use of a New International Classification of Health Interventions for Capturing Information on Health Interventions Relevant to People with Disabilities

Fortune, Nicola; Madden, Richard; Almborg, Ann-Helene

doi:10.3390/ijerph15010145

Cited by 37 publications

(36 citation statements)

References 21 publications

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“…Perhaps students can be motivated to learn English by enhancing their research skills. This can be done by introducing students to World Health Organization's International Classifications of Nursing Diagnoses and Interventions [43]. This can serve as a glossary for students to learn a wide range of nursing terminologies in research and NSs will find this motivating because of its relevance.…”

Section: Coping With Language Challenges-a Second-tier Issuementioning

confidence: 99%

Perceptions of the English Use of College Transfer Nursing Students in a Non-English Speaking City: A Qualitative Study

Ching

Foung

Zhang

et al. 2020

IJERPH

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There has been limited research on nursing students’ (NSs) language problems conducted in non-English speaking countries, especially research focusing on college transfer students. The purpose of this study was to explore the perceived needs and challenges of English use by college transfer NSs in a non-English speaking environment. A descriptive study design was adopted. Forty-five college transfer NSs from a university in Hong Kong participated in the study. Sixteen interviews were conducted. A qualitative content analysis was performed. Two main categories were identified: (a) Perceptions about English use (three sub-categories: (i) significance of having a good command of English; (ii) challenges in use of English; and (iii) low motivation and need to learn English), and (b) using English in nursing contexts (two sub-categories: (i) challenges in the use of English in nursing and (ii) improving English proficiency as a second priority in nursing students). In conclusion, college transfer NSs face challenges in general and discipline-specific English use, but their motivation to improve their English proficiency was not strong. Language centers should re-design the language courses to meet NSs’ communication needs, while nursing educators should provide opportunities for students to strengthen their English use in research and clinical situations.

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Section: Coping With Language Challenges-a Second-tier Issuementioning

confidence: 99%

Perceptions of the English Use of College Transfer Nursing Students in a Non-English Speaking City: A Qualitative Study

Ching

Foung

Zhang

et al. 2020

IJERPH

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“…The concepts were discussed with team members, and then organized, grouping similar concepts together into higher and lower order categories. Once the list of concepts had been refined and organized into categories, the ideas were compared to other frameworks and definitions for the concepts were developed based on terminology taken from the International Classification of Health Interventions [15,16] and a case management taxonomy [17]. The Toronto Declaration [3] was referred to at this stage for reflection only, as whilst they defined priority areas for bridging (see Table 1), no definitions for specific bridging tasks (e.g., dissemination or coordination) were provided in that paper.…”

Section: Discussionmentioning

confidence: 99%

A scoping review to characterize bridging tasks in the literature on aging with disability

Nalder

Saumur

Batliwalla

et al. 2020

BMC Health Serv Res

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Background: Bridging involves improving knowledge sharing and collaboration across different fields, such as aging and disability. The objectives of this review were to describe: 1) the contexts where bridging has occurred in relation to delivery of health services for adults aging with neurological or developmental conditions; and 2) characterize and map bridging tasks, stakeholders involved, and outcomes discussed in peer-reviewed literature.Methods: Seven databases were searched around the core concepts of "bridging," "aging," and "disability." In total, 10, 819 articles were screened with 49 meeting the inclusion criteria of discussing aging with developmental or neurological disability, explicitly describing bridging tasks, published in English and a peer-reviewed publication. Bibliographic information, sample characteristics, and data on bridging was extracted and included in the qualitative synthesis. Results: Intellectual and/or Developmental disabilities were the most studied population (76% of articles), and most articles were published in the United States (57%). Twenty-two bridging tasks were identified, and categorized into three domains: health and social service delivery (e.g., care coordination tasks), policy (e.g., policy change), and research and training (e.g., mentoring). Stakeholders involved ranged from health care professionals to policy makers and organizations in aging and disability services. Conclusions:The resulting matrix will assist in the specification of bridging in research and practice. Future work should evaluate specific models of bridging and their effects on health service delivery. BackgroundBridging as a field of scientific knowledge considers how silos can be broken down, and how individuals from different fields can work together sharing their knowledge and skills to address complex issues. 'Aging with disability' refers to the study of the processes and experiences of aging, in the context of long-term disability, and this notion has driven much of the interest in the construct of bridging in the health care setting [1,2]. In this article the concept of bridging is applied to the aging and disability fields [3].Bridging emerged in the context of increasingly complex health systems that need to adapt to rising demands and changing consumer needs. Aging populations place an added demand on health services, as rates of disability and health care utilization are high in older populations [2,4,5]. Simultaneously life expectancies have increased, meaning individuals living with disability acquired earlier in life may require services and supports to maintain their health and

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“…Some examples of ICHI codes relevant to audiology are given in Table 1. The three core WHO classifications -ICD, ICF and ICHIcan be used together, as illustrated in Figure 1 (Fortune et al 2018). In this example, ICHI is used to record investigative and diagnostic interventions conducted (column 1) and therapeutic and supportive interventions subsequently delivered (column 4), ICF is used to describe the person's functioning and need for environmental facilitators (column 2), and ICD is used to record a diagnosis (column 3).…”

Section: The International Classification Of Health Interventions (Icmentioning

confidence: 99%

The International Classification of Health Interventions (ICHI) – a new tool for describing and reporting interventions in audiology

Manchaiah

Swanepoel

Fortune

2020

International Journal of Audiology

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Use of a New International Classification of Health Interventions for Capturing Information on Health Interventions Relevant to People with Disabilities

Cited by 37 publications

References 21 publications

Perceptions of the English Use of College Transfer Nursing Students in a Non-English Speaking City: A Qualitative Study

Perceptions of the English Use of College Transfer Nursing Students in a Non-English Speaking City: A Qualitative Study

A scoping review to characterize bridging tasks in the literature on aging with disability

The International Classification of Health Interventions (ICHI) – a new tool for describing and reporting interventions in audiology

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